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Abstract

This study aims to determine whether or not teachers working with children with developmental disabilities use daily routines, transitions and, planned play activities that are among the basic elements of Activity-Based Intervention (ABI) into instruction. The study also investigates how the teachers implement instructional procedures in order to teach target skills and concepts to their students if they use these activities into instruction. Semi-structured interviews were conducted with participants, and data were analyzed via inductive analysis technique in the study. At the end of analyses, three main themes and sub-themes were identified. Findings of the study showed that teachers have limitations in using ABI strategies systematically in their classes. In spite of these limitations they deliver positive opinions regarding ABI applications. Offering ABI strategies as an alternative instruction to teachers working with students with developmental disabilities and improving their competence to conduct these strategies may contribute both to increase in successful practices and occur a positive atmosphere in the classroom settings.

Keywords

• Developmental disabilities, early intervention, activity-based intervention, teacher opinions, and special education teachers

Opinions of Special Education Teachers About Activity-Based Intervention

Abstract

Bu çalışmanın amacı, gelişimsel yetersizliği olan çocuklarla çalışan öğretmenlerin etkinlik temelli öğretimin (ETÖ) temel öğeleri arasında yer alangünlük rutinlere, geçişlere ve planlanmış oyun etkinliklerine öğretimde yer verip vermedikleri, yer verdikleri durumlarda ise öğrencilerine hedef beceri ve kavramları nasıl öğrettiklerine ilişkin durumun betimlemesidir. Çalışmada katılımcılarla yarı-yapılandırılmış görüşmeler yapılmış ve veriler tümevarım analizi tekniği kullanılarak analiz edilmiştir. Analizler sonucunda, üç ana tema ve alt-temalar belirlenmiştir. Araştırma bulguları, öğretmenlerin ETÖ stratejilerini sınıflarında sistematik olarak öğretim amaçlı kullanmada sınırlılıklar yaşadığını ve buna rağmen ETÖ uygulamalarına ilişkin olumlu görüş bildirdiklerini göstermiştir. Gelişimsel yetersizliği olan çocuklarla çalışan öğretmenlere ETÖ stratejilerinin bir alternatif olarak sunulması ve bu konuda yeterlik kazandırılması, hem başarılı uygulamaların artmasına hem de sınıfta olumlu bir öğrenme atmosferinin oluşmasına katkı sağlayabilir.

Keywords

• Gelişimsel yetersizlik, erken eğitim, etkinlik temelli öğretim, öğretmen görüşleri, özel eğitim öğretmenleri

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